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A Modern Systematic versus an Opportunistic Method of Teaching: An Experimental Study

by Arthur I. Gates, Mildred I. Batchelder & Jean Betzner 1926

THIS study, conducted in the Horace Mann School during the school year 1923-24, was designed to disclose, in some measure, the outcomes in the form of significant information, skills, habits and attitudes of a year of school work carried on in one group by a modern systematic method and in another by what we have decided to term an "opportunistic" method.1 The experimental plan called for two groups equivalent in all pertinent respects: age; intelligence; previous school experience; home surroundings and training; social, moral, and motional qualities; physical fitness and maturity; and other personal traits. During the work of the year, all relevant factors, such as attendance, time allotments to scholastic work, recesses, materials and equipment, individual attention in school and out, outside study, teacher assistance, etc., were to be kept as nearly equal as possible, or each group, one teacher only was provided. These two teachers, according to a composite of judgments of several experts in education ho knew them both well, were exceptionally, and about equally, able. They were allowed no assistance in coaching or teaching their pupils inside the classroom or out; the only help they secured was clerical and mechanical, in the preparation of apparatus, materials, reports, and the like. The end sought was the equivalence of all factors except the methods of teaching and, necessarily, the particular curriculum materials required to put the methods into effect.

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Cite This Article as: Teachers College Record Volume 27 Number 8, 1926, p. 679-679
http://www.tcrecord.org ID Number: 5921, Date Accessed: 9/23/2018 1:14:02 AM

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About the Author
  • Arthur Gates

  • Mildred Batchelder

  • Jean Betzner

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